A recent study from the University of Georgia reveals that only 10% of early childhood teachers feel they have enough time to complete essential tasks. The lack of adequate planning time exacerbates stress and contributes to high turnover rates in a profession already facing challenges.
Researchers, led by Erin Hamel, an assistant professor at the university’s Mary Frances Early College of Education, conducted a survey of 106 early childhood teachers and 104 education center directors. They found that these educators receive, on average, 37 minutes less planning time each week than scheduled. This shortfall often forces teachers to work during their personal time, including evenings and weekends, leading to increased stress and potential burnout.
Understanding the Planning Time Deficit
Planning periods are crucial for teachers as they allow time away from students to focus on professional tasks. These tasks include documenting children’s development, crafting lesson plans, and communicating with parents. Unlike their counterparts in elementary and secondary education, early childhood educators are not guaranteed this essential time by law, which may explain why so few feel adequately supported.
The unpredictability of the workday compounds the issue. For instance, if a program is short-staffed, teachers may need to forego their planning time to assist in other classrooms. Additionally, if a child falls ill, a teacher may have to stay with that child until a parent arrives, further encroaching on their already limited planning time.
The Impact of Planning Time on Teacher Well-Being
Research indicates that teachers who are stressed may interact less sensitively with their students, potentially affecting the educational experience of the children in their care. Hamel emphasized, “Taking care of teachers is an important part of taking care of children.”
About half of the directors of early childhood education centers surveyed acknowledged that their teachers frequently work over the weekend due to the lack of planning time. Yet, the constraints of state regulations complicate the issue. Each state mandates specific teacher-to-child ratios, and if a center is understaffed, directors often face difficult decisions. To maintain safety and compliance, teachers may have to sacrifice their planning time to ensure adequate supervision.
Currently, only 16 states require some form of planning time for early childhood educators, though there is a growing movement to establish similar mandates in more states. As the need for qualified teachers continues to rise, addressing planning time is becoming increasingly critical.
The findings of this study were published in the Early Childhood Research Quarterly and co-authored by Rachel Schachter. The research highlights the pressing need for policy changes to support early childhood educators, ultimately benefiting both teachers and the children they educate.
These insights underline the importance of ensuring that early childhood teachers have the necessary time and resources to perform their jobs effectively. Without significant changes in policy and practice, the well-being of these educators, and consequently the quality of education for young children, remains at risk.
